About Us

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About Us     [Top]

This is a holistic education programme, teaching and then testing the student in moral, cultural and ancient science and technology (On which entire modern science is based) of India. This programme is a part of multifarious activities of Shantikunj head-quartered at Haridwar, a World famous international spiritual organisation known as All World Gayatri Pariwar created by the great ascetic Pt. Sri Ram Sharma Acharya.


Our Education system began with the Gurukuls and the Gurus, without any commercial aspect involved. This system imparted holistic education and laid more emphasis on wisdom (Wisdom is necessary for the fulfillment of the needs of the soul) and knowledge (Knowledge is required to earn money to fulfill physical needs and comforts). Today we have changed version of it. Knowledge takes complete precedence over wisdom, which is the cause of present anarchy and chaos in the world today. The Guru Dakshinas (Fees etc.) of these days are high, as against the olden times, wherein Guru Dakshina was a sacred agreement between the Guru and the disciple whence the Guru ordained his disciple to use his knowledge and wisdom to work for the good of the humanity. The system of education that is being followed today is a perverse conceptualization of that era.  

The education of today is still based on a rigid British structure even after more than sixty years of independence.
It epitomizes which the British created to deliberately destroy our culture and civilization.

Macaulay’s European structure of studies still dominates our present day education system. Lord Macaulay’s address to the British Parliament on 2 February 1835 is as follows
“I have traveled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief, such wealth I have seen in this country, such high moral values, people of such caliber, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and, therefore, I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self esteem, their native culture and they will become what we want them, a truly dominated nation”

Sadly, even before independence and after independence, there has not been major changes in the value system as such. In both the cases the education set up is dominated by the power structures. Earlier, it was the British and now, the governments. In a way, we have the adults deciding what the children should read.

The technical definition of literacy is the ability to read and write. In reality our educational institutes are factories, churning out people who are educated but not learned. In fact they can be called illiterate as they lack spirituality and wisdom. Knowledge molds you in your life while wisdom helps you to get educated to mold you and your life. So, we have adults who are nothing but children reduced in dimensions. With time, the system is worsening in its reach and creativity.

There is an immediate need to revamp the education system which means providing the students with a system that gives them enough space to be themselves. We need to provide them with opportunities and facilities to promote their ideas in new directions.

Ramanujam failed in all subjects other than mathematics. He was invited to England where they tried to teach him modern mathematical theory. All their efforts failed because he had host of original ideas of mathematical theories of which British were not even aware of. He was born in an ordinary but a highly religious family who had great regard for Indian cultural traditions; hence wisdom was ingrained in his mind since birth. Hence it was wisdom and not knowledge of mathematics, really, which made him one of the greatest mathematicians of the world. When we talk of education system in the present scenario, this is what we lack most. We follow the same set of values, the same way of approaching all children, without realizing that every child is different from the other. The only way to create commonality in our children is the understanding of our noble culture, irrespective of the education stream they are pursuing. Our great Indian culture, thus, is a great uniting force of the minds too. Education enhances the dignity of a human being and increases his or her self-respect. If only the real sense of education could be realized by each individual...the world will be a much better place to live in.”
To achieve this, we have devised BSGP course material in the way which satisfies a child’s natural hunger for knowledge which is beneficial for the suffering humanity. Though, it is already too late for the world to recognize that our present education system is detrimental for the future of the coming generations but we at our end are making sincere and persistent efforts to prevent this impending catastrophe.

Various models of imparting education at the school level are in vogue.
In western world outcomes-based education or standard based education, which is an objectives-based assessment of student’s performance, are being used.
However, outcomes-based education is materialistic in nature and not holistic. Because the emphasis in this system is on higher academic standards and not value based education. The system does not adequately inculcate the educational and cultural values among students. Therefore, a holistic approach to students’ education is needed, one that provides complete education of mind ,body and soul .Even in western world, about two decades ago it was realized to create a more lively perception of values, thinking, and behavior that follow from the recognition of humanistic, cultural, and international dimensions of education. Educators have to be encouraged to realize this and start emphasizing on value-based education in schools. We, at Shantikunj have been advocating the implementation of value-based education among Indian schools.

Addressing the need to introduce value-based education in schools in August 2002, the National Council for Education Research and Training (N.C.E.R.T.) organized a program on “National Consultation on Value Education in Indian Schools—Experiences and Strategies of Implementation.” Similarly, the Parliamentary Committee in India, in its 81st report on value-based education in 1999, strongly suggested that it be introduced at the school level and extended to college and university level. In the secondary stage, some advanced values, which are of vital importance for national integration, should be integrated into the syllabus. According to the committee, “Education should aim at multifaceted development of a human being—his intellectual, physical, spiritual, and ethical development. Youth is the mirror in which future of a nation is fully reflected. In order to preserve, maintain and advance the position of our country in the world, it is imperative that there should be a comprehensive program of value-based education starting from the pre-primary level, embracing the entire spectrum of educational process”.

The study of moral and ethical values that make us a perfect person can be considered value-based education .Experts of value-based education believe that educating students about values is more important than just teaching them algebra, biology, or even literature. Mahatma Gandhi once said that education not only moulds the new generation but also reflects a society’s fundamental assumptions about itself and the individuals that compose it. His views are reflected in the following:
“The real difficulty is that people have no idea of what education truly is. We assess the value of education in the same manner as we assess the value of land or of shares in the stock-exchange market. We want to provide only such education as would enable the student to earn more. We hardly give any thought to the improvement of the character of the educated. As long as such ideas persist there is no hope of our ever knowing the true value of education”

More recently, the Special Subject Group on Policy Framework for Private Investment in Education, Health, and Rural Development in India stated, “Unfortunately, training of young minds on values has taken a back seat in Indian society, given its obsession with material pursuits. Compounding this is the fact that there are hardly any role models in public life. Today there is a crisis of character in Indian society. To build a society with good character and citizenship, it is important that value education is introduced in preschool and reinforced in primary, secondary, and higher education”.

A normal educational course has three ingredients (1) providing general and specific information and knowledge, (2) teaching skills, and (3) inculcating moral values. But today’s education system caters mainly to the first process, with little emphasis on the second and minimum or no emphasis on the third.

OUR VISION     [Top]

                      We through BSGP wish to mould the basic structure of education in Indian schools to cater to the point made in number 3 above. We are modulating the curriculum in accordance to the demand of the times. Schools need to strongly value “peaceful coexistence with people from other cultures” and “pride for the country, the national anthem, and national flag.”
                          We have devised a curriculum which encourages students to feel pride for their country, and respect for the national culture, national anthem and the flag, with themes like “Proud to Be Indian, fostering the spirit of nationalism, love of our ancient civilization, and teaching the biography of the eminent people of India.
                         “Respect for the teacher (standing while talking to him/her)” is a core Indian value that still persists but in patches “Our vision of  universal values program will help students develop the values, principles, and ethics that are respected, admired, and accepted in all cultures around the world. Students have to be taught healthy social attitudes and a spirit of humanity, providing the ethical foundations and social skills to guide them through life.” To achieve this, the schools have to undertake a “variety of activities and experiences based on the understanding of universal values, which teaches students to make positive contributions to their peers, their schools, and the community.”
                           The celebration of Indian festivals and important days in Indian history requires apprising students of their cultural significance. We have incorporated this in BSGP books.
                           “Honesty,” “truthfulness,” “care and concern for other’s rights,” “brotherhood,” and “frequent prayer calls” are other values that our schools need to emphasize to students. Therefore, it is very clear that the students in Indian schools adhere to educational and cultural value systems and their schools emphasize these values through various programs and activities
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